PTK Sri Susanti Zam Zam

LAPORAN
PENELITIAN TINDAKAN KELAS (PTK)

"THE EFFECTIVENESS OF STUDENT TEAMS ACHIEVEMENT

DIVISION (STAD) IN TEACHING READING COMPREHENSION
OF THE NINETH GRADE STUDENTS OF SMP NEGERI 1
ULAWENG SEMESTER 1 TAHUN PELAJARAN 2019/2020"
SRI SUSANTI ZAM ZAM

BAHASA INGGRIS
PPG DALAM JABATAN (DALJAB) KATEGORI I

2022
HALAMAN PENGESAHAN
Laporan Penelitian Tindakan Kelas dengan judul “THE EFFECTIVENESS OF

STUDENT TEAMS ACHIEVEMENT DIVISION (STAD) IN
TEACHING READING COMPREHENSION OF THE NINETH GRADE
STUDENTS OF SMP NEGERI 1 ULAWENG SEMESTER 1 TAHUN
PELAJARAN 2019/2020” yang melaksanakan di bawah ini:
Nama : Sri Susanti Zam Zam, S. Pd
Tempat/Tanggal Lahir: Bone, 01 Juli 1989
NUPTK : 7308214107890156
Pendidikan Terakhir : Strata 1 (S1) Pendidikan Bahasa Inggris
Dinyatakan diterima dan disahkan untuk dijadikan sebagai Penelitian

Tindakan Kelas.
Bone, 20 Januari 2020
Disahkan Oleh,
Mengetahui,
Kepala SMP Negeri 1 Ulaweng
Muh. Sukri, S.Pd.,MM
NIP. 196412311988031140
ii
TANDA TERIMA PUSTAKA
Kepala Pustaka SMP Negeri 1 Ulaweng Kabupaten Bone Provinsi Sulawesi Selatan
dengan ini telah menerima Laporan Penelitian Tindakan Kelas atas nama:
Tempat/Tanggal Lahir: Bone, 01 Juli 1989
NUPTK : 7308214107890156
Pendidikan Terakhir : Strata 1 (S1) Pendidikan Bahasa Inggris
Mengajarkan Pelajaran: Bahasa Inggris
No. Hp : 085342415945
Judul : THE EFFECTIVENESS OF STUDENT TEAMS
ACHIEVEMENT DIVISION (STAD) IN
TEACHING READING COMPREHENSION OF THE
NINE GRADE STUDENTS OF SMP NEGERI 1
ULAWENG SEMESTER 1 TAHUN PELAJARAN
2019/2020 .
Mengetahui, Tacipi, 20 Januari 2020
Kepala Sekolah Kepala Pustaka
iii
SURAT PERNYATAAN ORISINALITAS
Yang bertanda tangan dibawah ini :
NUPTK : 7308214107890156
Bidang Keahlian : Guru Mata Pelajaran Bahasa Inggris
Unit Kerja : UPT SMP Negeri 1 Ulaweng
Dengan ini, menyatakan sebenarnya bahwa Penelitian Tindakan Kelas yang
saya teliti ini dengan judul “THE EFFECTIVENESS OF STUDENT TEAMS
ACHIEVEMENT DIVISION (STAD) IN TEACHING READING
COMPREHENSION OF THE NINE GRADE STUDENTS OF SMP NEGERI 1
ULAWENG TAHUN PELAJARAN 2019/2020” adalah benar hasil karya sendiri.
Demikian pernyataan saya ini buat, apabila dikemudian hari pernyataan ini
tidak benar, maka saya bersedia menerima sanksi sebagaimana mestinya.
Tacipi, 20 Januari 2020
Yang membuat pernyataan
SRI SUSANTI ZAM ZAM, S. Pd

NIP 198907012015032001
iv
NOTULEN JALANNYA ACARA
SEMINAR LAPORAN HASIL PENELITIAN
Judul : “THE EFFECTIVENESS OF STUDENT TEAMS

ACHIEVEMENT DIVISION (STAD) IN
TEACHING READING COMPREHENSION OF THE
NINE GRADE STUDENTS OF SMP NEGERI 1
ULAWENG SEMESTER 1 TAHUN PELAJARAN
2019/2020”
Hasil Karya : Sri Susanti Zam Zam, S.Pd
Hari/Tanggal : 20 Januari 2020
Pukul : 10.00- selesai
Tempat : Lab. Komputer SMP Negeri 1 Ulaweng
Jalannya acara seminar :
1. Pembukaan
Moderator membuka acara seminar dengan membaca Basmallah bersama-sama

dengan peserta seminar penelitian.
2. Sambutan Peneliti
Diawali dengan salam, penelitian tindakan kelas merupakan penelitian yang bisa
memberikan solusi terhadap masalah yang terjadi dalam proses pembelajaran.
Dan kegiatan ini diharapkan dapat memberikan manfaat untuk peningkatan mutu
pendidik dan kualitas pendidikan siswa. Diakhiri dengan salam.
3. Sambutan Kepala Sekolah
Pertama kali menyampaikan syukur kehadrat Allah SWT yang memberikan

petunjuk dan kenikmatan kepada kita, sehingga pada hari ini dapat menyampaikan
hasil penelitian tindakan kelas melalui kegiatan seminar. Penghargaan
disampaikan kepada peneliti dapat melaksanakan kegiatan penelitian untuk
v
kemajuan dunia pendidikan dan untuk peningkatan karier guru yang
bersangkutan. Selamat mengikuti kegiatan seminar ini.
4. Paparan singkat hasil penelitian oleh penyaji/ penulis laporan penelitian

5. Tanggapan, pertanyaan, kritik dan saran serta masukan dari peserta seminar
dan tanggapan dari penyaji
6. Penutup
Moderator menutup kegiatan seminar penelitian dengan membaca hamdallah
Mengetahui Tacipi, 20 Januari 2020
Kepala Sekolah Notulen
MUH. SUKRI, SUKRI, S. Pd RUSTAN S. Pd
vi
DOKUMENTASI SEMINAR
vii
ACKNOWLEDGEMENT
‫بسم هللا الرحمن الرحيم‬
Alhamdulillahir rabbil alamin, the writer would like to thank to the

Almighty, Allah SWT to give inspiration and good health all the time to conduct
the writing this thesis. May sholawat and salam be to our greatest prophet
Muhammad SAW who has brought us from the darkness to the lightness through
the right path, Islam, and vanished the evil way.
The researcher wants to appreciate to all who have helped her during the
research and the writing of this thesis directly or indirectly. Besides, the
researcher has also got some valuable advice, guidance, correction, suggestion
and the most important thing is their golden support. Therefore, the researcher
wants to express a lot of thanks for those people, they are:
1. The researcher’s beloved parents, Mr. Muh. Ali and Mrs. Fatimahh who
always educate, support, and pray for the researcher’s success. May Allah
SWT gives you the best in this world and the hereafter.
2. Thank you for the Headmaster of SMP Negeri 1 Ulaweng and the nineth
grade of SMP Negeri 1 ulaweng for participation and support..
3. All people who have helped directly or indirectly to complete this thesis.
The researcher realizes that this thesis is still the simplest one. Therefore,
the constructive criticism and suggestion will be highly appreciated. Finally, the
best comes from Allah SWT and all of the weakness comes from the researcher.
Watampone, 28 September 2019
The Researcher
viii
MOTTO
When there is a will, there is a way
ix
ABSTRACT
SRI SUSANTI ZAM ZAM, S. Pd. 2019. The Effectiveness of Student Teams
Achievement Division (STAD) in Teaching Reading Comprehension Nineth
Grade Students of Smp Negeri 1 Ulaweng. A reseach in SMP Negeri 1 Ulaweng .
The objectives of this research are: (1) To analyze the students’
improvement in reading comprehension at SMP Negeri 1 Ulaweng taught with
Student Teams Achievement Division (STAD) method. (2) To know whether the
students at SMP Negeri 1 Ulaweng interested in learning reading comprehension
taught with Student Teams Achievement Division (STAD) method.
In conducting the study, the writer used quantitative method because the
writer conducted the data in form of numbers. And the way collected data by
using pre-experimental design with pre-test and post-test and questionnaire. This
was used to measure and interpret the data and also to know the interest of
students. The purpose of this method was to carry out an experiment whether
teaching reading by using Student Teams Achievement Division (STAD) method
if effective to the students’ reading comprehension or not.
After data was collected and the result of the test was obtained to prove
the hypothesis and to establish the validity, the writer analyzed the value of t-
observation. It was proved by the result of students’ test. The table showed that
the mean score obtained by the students in the post-test (7.60) was greater than the
mean score of the students in pre-test (3.76).
The data of score of interest through questionnaire indicated that seventeen
students or 73.91% whose score were in high, and six students or 26.08% whose
score were in moderate.
Student Teams Achievement Division (STAD) method gave better result
in improving the students’ reading comprehension. In other words, Student Teams
Achievement Division (STAD) method was effective and interesting to use in
teaching reading.
ix
LIST OF CONTENTS
Pages
COVER PAGE i
LEGITIMATION SHEET ii
APPROVAL LIBRARY iii
ORIGINAL THESIS STATEMENT iv
NOTILEN OF SEMINAR v
DOCUMENTATION OF SEMINAR vii
ACKNOWLEDGEMENT viii
MOTTO ix
ABSTRACT x
LIST OF CONTENTS xi
LIST OF TABLES xiv
LIST APPENDIXES xv
xi
CHAPTER I INTRODUCTION
A. Background 1
B. Problem Statement 3
C. Objective of the Research 4
D. Significance of the Research 4
E. Scope of the Research 5
CHAPTER II REVIEW OF RELATED LITERATURE
A. Previous study 6
B. Some Pertinent Idea 7
C. Conceptual Framework 26
D. Hypothesis 27
CHAPTER III RESEARCH METHOD
A. Research Design 28
B. Variables 28
C. Population and Sample 29
D. Instrument of the Research 30
E. Procedures of Collecting Data 31
F. Technique of Data Analysis 32
CHAPTER IV FINDINGS AND DISCUSSION
xiii
A. Findings 36
B. Discussion 41
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusions 43
B. Suggestions 44
C. Limitation of the Research
BIBLIOGRAPHY 45
APPENDIXES 47
xiii
LIST OF TABLES
Pages
Table 3.1 Population 28
Table 3.2 The Number of Students 28
Table 3.2 The Scoring System for Reading Test 32
Table 3.3 The Likert Scale 33
Table 3.4 The Interval Score of the Students’ Score 33
Table 4.1 The Rate of Percentage of Students’ Score Before Treatments 36
Table 4.2 The Rate of Percentage of Students’ Score After Treatment 37
Table 4.3 The Mean Score and Standart Deviation of Students’ Pre-test 38
and Pos-test
Table 4.4 The T-test of Students’ Achievement 39
Table 4.5 The Percentage of Students’ Interest 40
xiv
LIST OF APPENDIXES
Appendix 1 Lesson plan 47
Appendix 2 Pre-test question 54
Appendix 3 Post-test question 53
Appendix 4 Questionnaire 55
Appendix 5 Attendance list of the respondents 59
Appendix 6 The score of students’ interest 60
Appendix 7 The raw data of pre-test 61
Appendix 8 The raw data of post-test 62
Appendix 9 The total raw score of pre-test and post-test 63
Appendix 10 The mean difference of pre-test and post-test 64
Appendix 11 Standard deviation 65
Appendix 12 T-test value 66
Appendix 13 T-table 67
Appendix 14 Research Data 69
Appendix 15 Documentation 77
xv
1
CHAPTER I
INTRODUCTION
A. Background
English as a foreign language was not easy to study. There are four skills
to learn the English language, namely reading, speaking, listening and writing.
The four skills of English mastering are very important, while the language
consists of some elements namely grammar, structure, vocabulary, pronunciation
and spelling. Those elements cannot be disregarded in the teaching of the
language skills: speaking, reading, listening, and writing. Among those language
skills, the writer focuses in reading.
Reading was a receptive skill. This means that it involves responding to
text, rather than producing it. Reading involves making sense of text. Therefore,
we need to understand the language of the text at word level, sentence level, and
whole-text level. We also need to connect the message of the text to our
knowledge of the world.
According to Bond (1979:21) said, “Reading is the ability to draw
meaning from the print page and interpret this information appropriately”. Indeed,
reading for general comprehension requires very rapid and automatic processing
of words, strong skill in forming a general meaning representation of main ideas,
and efficient coordination of many processes under much emit time constraint. It
was one of skin in English, this skill is ability to understand information in a text
1
2
and interpret it appropriately. It also an interactive process in at least two ways.
First, the various processes involve in reading are carried out simultaneously. In
teaching reading comprehension, the teacher has to have a goal to minimize
reading difficulties and to maximize comprehension by providing culturally
relevant information. What the students read must be relevant to their need and
they must be ready, will be able to read it.
Teaching reading comprehension in SMP Negeri 1 Ulaweng needs kind
of communicative system. It because when the students are taught using
traditional method, sometimes the teacher ignores the students’ initiatives in
giving opinions express and communicative with others by dividing the class into
several groups work. This condition may result in more modification interaction,
more negotiation, for meaning than do the same task in the teacher-fronted
condition. In group work learning format, the student’ achievement was
facilitation by cooperative learning system.
According to Freeman (1994), that when students work collaboratively
diversity is an asset to be celebrated since the varied experiences, knowledge, and
interest students in each group bring to the task add to the potential for learning.
Every school, classroom or instructional group has its own climate. Therefore, it
was important for the teacher to manage the school, classroom or instructional
group better and that classroom climate influence the communication between
students.
According Robert E. Slavin (1978:33), in cooperative learning there
some methods like Student Teams Achievement Division (STAD), Teams Games
3
Tournament (TGT), Jigsaw Games, Cooperative Integrated Reading and
Composition (CIRC), and Team Accelerated Instruction (TAI).
In this opportunity, the researcher is interest to choose one of cooperative
learning; it is Students Teams Achievement Division (STAD) method. STAD was
a popular cooperative learning strategy because of its wide applicability across a
variety of subject matter areas especially about reading and grade levels. STAD
presents new academic information to the students each week through
presentation or text. At last, the writer is motivation to carry out a research
entitled “The Effectiveness of Student Teams Achievement Division (STAD) in
Teaching Reading Comprehension of the Nineth Grade Students of SMP Negeri 1
Ulaweng”.
B. Problem Statement
Based on the background above, the researcher formulation the problem
statement as follows:
1. Does the effectiveness of Student Teams Achievement Division (STAD)
method teach reading comprehension of the nineth grade students of SMP
Negeri 1 Ulaweng?
2. Are the students at SMP Negeri 1 Ulaweng interest in teaching reading
comprehension taught with Student Teams Achievement Division (STAD)
method?
4
C. Objective of the Research
Based on the problem statement, the objectives of the research were:
1. To find out whether or not the effectiveness of Student Teams Achievement
Division (STAD) method teaching reading comprehension of the nineth
grade students of SMP Negeri 1 Ulaweng.
2. To know whether the students at SMP Negeri 1 Ulaweng interest in teaching
reading comprehension taught with Student Teams Achievement Division
(STAD) method.
D. Significance of the Research
The significances of this research were:
1. Theoretically
This research was expected to be a good material or good media in term
English reading course especially improve students’ reading skill by using
Student Teams Achievement Division (STAD) method.
2. Practically
This research was expecteded to be one of the sources of knowledge and
information. For the teachers, it will give the teacher better insight into
Student Teams Achievement Division (STAD) method and make them
realize that Student Teams Achievement Division (STAD) method is also
worth trying in teaching reading comprehension especially in junior high
school and it is one of method in teaching and learning. For the Student, the
5
use of Student Teams Achievement (STAD) method helps student to
comprehend the reading passage in learning process and to get knowledge
how to manage classroom is interesting. For the writer, it gives the writer a
motivation that teaching reading comprehension is not difficult because she
knows about Student Teams Achievement Division (STAD) method. So, the
knowledge to be using in the future.
E. Scope of the Research
The researcher restricted and focused on the influence of the Student
Teams Achievement Division (STAD) method in teaching reading comprehension
of the nineth grade students of SMP Negeri 1 Ulaweng.
This study was under applyed linguistics. It employed cooperative
learning method namely Student Teams Achievement Division (STAD) to
development reading ability in terms of reading comprehension dealing with
reading and some vocabularies.

CHAPTER II
REVIEW OF RELATED LITERATURE
A. Previous Study
1. Muchtar (2016), that the students’ post-test score (78) were higher that pre-test
(61). It means that the use of STAD technique can be applied in teaching
reading skills as it can help the students to improve their reading
comprehension by employing new habits to read frequency in English.
2. Maharani (2018), the students which are taught using Student Teams
Achievement Division (STAD) have higher score that teaching without
(STAD). It is proved by the calculator of mean score on post-test was 91 and
pre-test was 61. In percentage of the average achievement in reading
comprehension, the pre-test had 72,55% and the post-test had 77,6%. So we
can say that there was 5,05% difference. It can be concluded that the difference
is statistically significant.
3. Rezalova (2015), there was a significant difference between the students’
reading ability before and after being taught through STAD technique. This
could be seen from the present and post-test score whice showed that the
students’ mean score of the post-test in experimental class (64.91) was higher
that in the present (55,56). The value of this comparison was. 00 two-tailed
which was less that 0,05.
6
7
B. Some Pertinent Idea
1. Concept of Reading
a. The Definition of Reading
Burn stated that there are some definitions from the experts about
reading. Acceptable definition of reading in class is currently available to help
student read. Thus, Burn (1980: 21) explained:
a. Reading is an interacting language that has been coded into print;

b. The product of interacting with the printed language ability;
c. Reading abilities closely related to oral language ability; and
d. Reading is an active on-going process that is effect directly by
individual’s interaction which environment.
In relation with this idea, Harry (1975) gave a useful definition of
reading. He said: Reading is the meaningful interpretation of written or printed
verbal symbol. Reading (comprehending) is a result of the interaction between
the perception of graphic symbols that represent language and the readers.
Language skill and knowledge of the world in this process, the reader tries to
recreate the meaning intended by the writer.
According to Soedarso (2006) reading is complex activity by
instructing a large amount of separated action. Understanding and speed-
reading depend on efficiency of body organ. Eyes look at the message in the
printed page and then the brain processes the significant of the messages.
As Simanjuntak (1988:2) stated that reading is the process of putting
the reading in contact and communication with ideas in this case the first point
8
to be made about reading comprehension knowledge is the basic element for
comprehension.
b. Reading Skill
Reading skill will be considering the most important subject for the
secondary school. Reading ability actually becomes a tool for exploring
knowledge in the other field. Students who are ready for more advanced skill
should be help to develop these skills as possible, because it will be help
students succeed in all lesson.
Harmer (1988:115-116) formulated some kinds of reading skill are
need to be mastered. They are:
a. Faster Reading
Students often read e text word by word; they murmur every word
they find, and they use their index finger to point the word in every line.
This habit prevents them for being good readers. They cannot read fast.
b. Skimming
To skim is to read a text quickly to find the gist or the main ideas of
the text. The gist is easily found in the first or the last sentence, which is
called the topic sentence. Certain text can be skimmed by reading a text.
Before the students are familiar with skimming skill, the teacher has to
explain how to skim and give some exercises afterwards. There are two
important things to do in developing skimming skill:
1) The time must be strictly controlled.
2) The student must be prevented from reading the whole text.

9
The purpose of skimming is to know whether the text meets the
reader’s need. When the reader does skimming, the readers may go on
reading, but when they do not it, but when they do not it, they leave the text.
c. Scanning
To scan is to read a text quickly to find specific information needed
(e.g. names, years, numbers, and word). Being interested in one text (the
result of scanning), one will be eager to find further informational quickly.
He is not patient enough to read the whole text; what he wants is the answer
to some question which exist is in his mind immediately after scanning. For
example: knowing that the text is about traffic accident and he is interest –
one is eager to know the answer which comes into his mind immediately
such as when, who, and where. After (he might read the text again more
carefully to find other information (if he wants or he is not satisfied with
what he has gotten).
d. Making Prediction (predicting)
This skill is very useful because it makes reading easier. Using the
limited data, a skilled reader will be able to predict what he has not known
or read and his attention will be more closely focused on the context.
e. Reading for Detailed Information
This skill is used when one wants to get information supplied by the
text in the details. The teacher gives most of the questions when teaching
reading belongs to the skill. The teacher tends to ask anything about the text.
10
f. Reading Between the Lines
Using evidence mentioned in the text (in many parts of the text) a
skilled a reader would be able to make conclusions. This conclusion is not
explicitly mentioned in the text.
g. Deducting Meaning from Context
To get the meaning of a new word in the text one might stop reading
and look up his dictionary. This is not always necessary. By reading the text
he might be able to get the meaning. This ability to find the meaning of new
word by making use of the clues found in the text is call deducting meaning
from text. This skill is very important because one has to look up his
dictionary whenever he meets a new word in the text. He will get bored and
tired.
h. Reference
This skill is ability to find the words, sentences, or paragraph which a
pronoun refer to.
i. Deducting Meaning from form
Another way to get the meaning of an unfamiliar word is by making
use of morphological information. A word might be analyzed into its
elements (base, affixes, or others), and then its meaning can be deduct from
the meaning of all the elements.
c. Aims of Reading
When begin to read, it actually has a number of initial decisions to
make and it usually makes these decisions very quickly almost unconsciously
11
in most cases. These is a considerable amount of experimental evidence in
second language reading that background knowledge can play the part
envisioned for it in reading theory.
The teacher gives a reading text has purpose or aim for the students
who read. These are some reading is to get detailing aims:
a. Reading for details or fact
This reading is to get detail information or fact; for example, we can want to
know some new invents in health medical, etc.
b. Reading for main ideas
Reading is to get main ideas is to know why the topic is good and
interesting, what the problem in the story.
c. Reading for sequence or organization
This reading is to know steps or structure, the organization of story.
d. Reading for inference
This reading is to find the conclusion from the actions or idea in the text.
e. Reading to classify
This reading has purpose to classify the categories information, to describe
objects, to list perspective or items of information, place information into a
graphic organizer.
f. Reading to evaluate
This reading is to find the character of the story.
g. Reading to compare or contrast

12
This reading is to find the comparison and contrast component of the
personal experiences, the text elements of the other text, people and event or
thing within the text.
2. Concept of Reading Comprehension
According to Alexander (1979) Reading is an activity with a purpose.
A person may read in order to gain information or verify existing knowledge,
or in order to review a writer’s ideas or writing style. A person may also read
for enjoyment, or to enhance knowledge of the language being read. The
purpose for reading guides the reader’s selection of the text. Reading with
comprehension is variously defined by both practice and theory. Reading
comprehension is sometimes defined by comprehension test. If a test happens
to measure becomes what comprehension is supposed to entail.
Harris and Sipay (1975:18) defined reading comprehension is a result
of the interaction between the perception of graphic symbols and knowledge of
the world. In the process the reader tries to recreate the meanings intend by the
writer.
Reading research shows that good reader:
a. Read extensively
b. Integrate information in the text with existing knowledge
c. Have a flexible reading style, depending on what they are reading
d. Are motivated
13
e. Rely on different skills interacting: perceptual processing, phonemic and
processing
f. Read for a purpose; reading serves a function
3. Factors Influencing Reading Comprehension
Harry identified some factors that influence reading comprehension:
they are background experience, language abilities, and thinking abilities, and
affection (interest, beliefs, and motivation, attitudes, feeling, and reading
purpose).
a. Background Experience
A reader’s ability is to bring his personal meaning to the event or
feeling of reading material. For example, if students read a story about car
racing but he has never seen a car racing, he will find the story hard to
follow.
b. Language Abilities
A reader’s ability to acquire the depth semantic (word meaning)
understanding he needs to appropriate meaning for words as they are used in
the context of reading material and reader’s ability to retrieve the flow ideas
as they are communicated by the words working together in a sentence.
c. Thinking Ability
A reader’s ability to deal with the events and concepts in reading
materials to greater or lesser degree or a reader ability to keep a series of
events in reading material in correct sequence.

14
d. Interest, attitudes, beliefs, motivation, and feeling belong to affection and
they are usually closely link.
A reader will understand a reading material better when it matches his
own attitude on a topic and he will comprehend a reading material more
fully if he is interest in a topic.
4. Concept of Teaching
Teaching is very complex involving integrated skills of sharing ideas
of opinions. It is as guidance of learning, giving knowledge to a child.
Teaching is the guidance of learning activities, teaching is for purpose
of aiding the pupil learns. Therefore, according to J. W. Brown (1988) the
students’ activities are very needed in learning so that the students who ought
to be active, because the students as educative subject who plan, and execute to
learn. The other opinion come from Brown if teaching helping or showing
someone to learn how to do something, giving instruction, guiding in a study of
something, providing with knowledge causing to know or understands. It
implied that teaching is process of facilitating learners in a learning process.
In summary, teaching can be defined as an activity to knowledge,
skills, and attitude. As long as there is no change and improvement in the
learners it means that teaching has not taken place yet.
In general, the goal of teaching is that students get the subject by a
teacher in order that students have many activities in learning English they do.
According to the curriculum for SMP, the purpose of teaching English is that to
make the students have ability in reading, listening, writing, and speaking
15
English. In teaching learning process the teacher must apply communicative
approach.
1. Teaching Reading Comprehension
Traditionally, the purpose of learning to read in language has been to
have access to the literature written in that language. In language
instruction, reading materials have traditionally been chosen from literary
text that represents “higher” forms of culture.
This approach assumes that students learn to read a language by
studying its vocabulary, grammar, and sentence structure, not by actually
reading it. In this approach, lower level learners read only sentences and
paragraphs generated by textbook writer and instructors. The reading of
authentic materials is limited to the works of great author and reserved for
upper level students who have developed the language skill needed to read
them.
The communicative approach to language teaching is given instructors
a different understand of the role of reading in the language classroom and
the type of the text that can be used in instruction. When the goal of
instruction is communicative competence, everyday materials such as train
schedules, newspaper, articles, and travel and tourism Web sites become
appropriate classroom materials, because read them is one-way
communicative competence is developed. Instruction in reading and reading
practice thus become essential parts of the language teaching at every level.
2. The Steps of Teaching – Learning Process of Reading Comprehension

16
Mickulecky stated that, “there are three steps or ways of teaching
reading used “Discover Incuiry” and every steps or ways of connection to
teach other.” The three phases are as follows:
a. Pre Reading
In this step, the teacher should create the activities to arouse the
student’s interest to the topic and lead the students in breaking the
unknown word or difficult word.
The teacher should give warm-up, lead in or pre-teaching.
1. Warm Up
The teacher should give general illustration to the students. For
example: education in Indonesia and then the teacher gives the
question that refers to the topic and teacher asks the students to read
the text or to listen explanation that contain.
2. Lead In
The teacher gives illustration of content the interest topic. The teacher
does it before teaching.
3. Pre Teaching
The teacher gives some questions to the students. These questions
help the students in understanding about text.
b. While Reading
In this step, the teacher can develop the skill (surface problems and
deep problems).
1. Surface Problem
17
a) The teacher gives task I and question what the text about.
b) After giving the text, the teacher asks the students to read
individually.
c) The teacher asks the students to discuss with their friends.
d) The teacher discusses together in the classroom.
2. Deep Problems
a) The students make a small group to do the task.
b) After discussing the answer, they present the answer.
c) The teacher help the students to find the correct answer.
c. Post Reading
In this step, the teacher gives change to the students to apply their
knowledge that is given before.
5. Principles behind the Teaching of Reading
According to Harmer (1998) in his book entitled “How to Teach
English”, there are some principles to teach reading:
1. Reading is not a passive skill
Reading is an incredibly active occupation. To do successfully, we
have to understand what the words mean, see the picture the words are
painting, understand argument, and work out if we agree with them. If we
do not do these things and if the students do not do these things, then we
only just scratch the surface of the text and we quickly forget it.
2. Students need to be engaged with what they are reading.

18
As with everything else in lessons, students who are not engaged with
the reading text-not actively interested in what they are doing-are less likely
to benefit from it. When they are really fired up by the topic of the task, they
get much more from what is in front of them.
3. Students should be encouraged to respond to the content of a reading text,
not just to the language.
It is important to the study reading texts for the way use language, the
number of paragraph they contain and how many times they use relative
clauses. But the meaning, the message of the text, is just as important and
we must give students a chance to respond to that message in some way. It
is especially important they should be allowed to express their feeling about
the topic-thus provoking personal engagement with it and the language.
4. Prediction is a major factor in reading
When we read texts in our own language, we frequently have a good
idea of the content before we actually read. A book covers give us a hint of
what is in a book, photographs and headlines hint at what articles are about
and reports look reports look like reports before we read a single word.
Teachers should give students ‘hints’ so that they can predict what is
coming too. It will make them better and more engaged readers.
5. Match the task to the topic
We would give students Hamlet’s famous soliloquy “to be or nor be”

19
Moreover, ask them to say how many times the infinitive is used. We could
give them a restaurant menu and ask them to list the ingredients
alphabetically. There might be a reason for both tasks, but, on the face of it,
they look a bit silly. We will probably be more interested in what Hamlet
means and what the menu foods actually are. Once a decision has been
taken about reading text the students are going to read, we need to choose
good reading tasks-the right kind of questions, engaging and useful puzzles
etc.
6. Good teachers exploit reading texts to the full
Any reading text is full of sentence, word, ideas, descriptions, etc. It
does not make sense just to get the students to read it and then drop it to
move on to something else. Good teachers integrate the reading text into
interesting class sequence, using the topic for discussion and further tasks,
using the language for study and later activation.
6. Student Teams Achievement Division (STAD)
STAD (Student Teams Achievement Division) is a one of the oldest
and most extensively researched from of cooperative learning Robert Slavin
and his colleagues in John Hopkins University developed STAD teaching.
Slavin (1995:33) stated:
STAD system is one of the simplest and most flexible of cooperative
learning method, having will be use in second grade up to twelve grades and in
such diverse subject area as math, language, social studies, and science. In the
cooperative learning type, students are assign to four or five members in

20
groups, with each mirroring the others to make up the class in terms of ability,
background, and gender.
STAD is a cooperative teaching method which are developed by
Slavin as part of a students learning approach programmed along with other
cooperative Methods such as Teams-Games-Tournaments, Jigsaw, and Team
Assisted Individualization. In STAD, Students are assigned to four or five
member learning teams. The teams are composed of high, average, and low
performing students, and of boys and girls of different racial or ethnic
backgrounds. Thus, each teams a microcosm of the entire class. There are five
main steps a teacher should follow when STAD is implemented. The teacher
first introduces materials to be learned. The team members then study
worksheets on the material until they master material. Individual task are taken
on the material studied. The teacher then combines the scores to create team
scores. Member of the winning team are given certificates or reward every
week recognizes the teams with the highest scores. Researchers reported that
classes using cooperative learning showed an increase in achievement,
attitudes, self-esteem, and social relationship.
Student Teams Achievement Division is the use of heterogeneous
team for study and practice. Individual task are given on content to obtain team
points. If the students want their team to earn some form of team recognition,
they must help their teammates learn the material.
From the explaining above, we can conclude that STAD is a good
method for the teachers who are new to the cooperative approach where use to
21
increase academic achievement in recent empirical studies conducted with the
student etc. Moreover, it uses individual task at the end of class. The method
become recent curriculum for educational to change commonly teaching
practice in the traditional method, the lecture. The teacher lectures on a topic
on the day appointed by the curriculum time-table.
a. History of STAD method
The Student Teams Achievement Division (STAD), developed by
Robert Slavin and his colleagues at Johns Hopkins University, is perhaps the
simplest and most straightforward of the cooperative learning approach. In
STAD, students within a given class are assign to four or five member learning
teams, each of which has representatives of both sexes, various racial or ethnic
groups, and high, average, and low achievers. After the teacher has introduced
the academic material, team members use worksheets to master the academic
materials and then help each other learn the material through tutoring, task, one
another, or carrying on team discussion. The students also receive worksheet
answers sheet, emphasizing the importance of learning the concepts rather than
simply filling out the worksheets. Following team practices, students
individually take task on the material they have been studying. These task are
scored, and each individual is given an improvement score. This improvement
score is based on the degree to which the score exceeds a student’s past
averages, rather than on a student’s absolute score. Weekly newsletters
announce teams with the highest score and students who have exceeded their
own past records by the largest amounts or who have perfect scores on the task.
22
The success of cooperative learning strategies is not automatically
guaranteed. Group composition and group interaction processes have been
found to impact the success or failure of cooperative learning groups. Teacher
should provide the group with initial training on cooperative learning
procedures as well as group social skill. Teachers should continue to provide
on-going monitoring and reinforcement to the students for implementing the
procedures. Teachers can also unobtrusively monitor group activities so as to
provide the appropriate level of help at the appropriate time and to prevent the
problems of group domination, status effects, and “social loafing.” When
including students with disability. Where these groups have not been used in
the past, it may take some time for students to learn how to interact within
these groups successfully.
b. The Procedure of Student Teams Achievement Division (STAD) Method
Slavin states that cooperative learning of STAD type consists of five
major components. They are class presentation, teams, task, individual
scores, and team recognitions.
a. Class Presentation
Material in STAD is introduced in class presentation. In class
presentation, most often direct instruction or a lecture-discussion is
conducted by the teacher, but could include audiovisual presentation.
Class presentation in STAD is different from usual teaching; it must be
clearly focusing in STAD unit. The students must understand about the
23
presentation from the teacher so it will help them to do well in the task.
The task score determine their team score.
b. Teams
After the teacher presents the material, the team meets to study
worksheet or other material. Sometimes, the study involves students’
discussion of the problem together, comparing answers and correction of
any misconception if their teammates make mistakes. The team is the
most important feature in STAD, emphasis is place on the team
members, doing their best for team and on the team doing its best to help
its members. The team provides the peer support for academic
performance that is important for learning, and it provides the mutual
concern and respect that are important for such outcomes as inter-group
relation, self-esteem and acceptance of mainstream students. Teams are
compos of four or five students who represent a cross-section of the class
in terms of academic performance, sex, race, and ethnicity. The major
function of teams is to make sure that all in team members are learning
and more specifically to prepare its members to do well on task.
c. Task
After approximately one to two periods of teacher presentation and
one or two periods of team practice, the teacher gives an individual task.
Each student receives one task sheet. The time provide by the teacher to
do the assignment is half to one lesson. The result of the tasks are then
given a score and will be donate as a group a score.

24
d. Individual Improvement Scores
The idea behind the individual improvement score is to give each
student a performance goal that can be attain if he or she works harder
and perform better than in the past. Any student can attribute maximum
points to his or her teams in his scoring system. Each student is given a
‘base’ score, derived from the student’s average past performance on
similar. Students earn points for their teams based on the degree to which
their tasks score (percentage correct) exceed their base score.
e. Team Recognition
Teams may earn certificates or other reward if their average score
exceed a certain criterion. Student’s team score may also to use to
determine up to twenty percent of their grade. The team that has improve
the most is given most recognition.
7. Effect of Student Teams Achievement in Teaching Reading
Comprehension
Slavin conclude several effects of STAD for students: creating
conditions leading to positive achievement outcomes directly teaching students
stricter methods of work with each other or teaching strategies closely related
to the instructional objective (especially for teaching reading comprehension
skills); increasing self-esteem and improve ethnic relation; leading to higher
achievement, especially for low achiever; and representing an add but happy
marriage between behavioral and humanistic approaches to classroom
motivation.
25
Ham and Adams (2013) identified four effects of use STAD for
teachers: teachers become more cooperative in their own professional with
their peers; teachers time is spent more effectively; teacher can adopt a fresh,
new attitude towards their job; and teachers have a greater time to validate their
own, values and ideas.
In individualistic instruction, the teacher is the only person who
teaches and convey the information, however in STAD; students help each
other in learning reading conprehension. The teacher feels she does not have
enough time in the class to work individually with every student in teaching
comprehension. STAD is a way for all students to get individual help and
enough time to practice and learn. Due to the intimaticy and friendship among
students they can talk to each other without inhibition, and understand each
other better, they can ask question when they are confus, without fear of being
embrasse in front of of the whole class.

26
C. Theoretical Framework
Traditionally, the purpose of learning to read in language has been to
have access to the literature written in that language. STAD is a cooperative
teaching method which is develop by Slavin as part of a students learning
approach programmed along with other cooperative Methods such as Teams-
Games-Tournaments, Jigsaw, and Team Assisted Individualization. Learning
achievement as how far the results achieve or subject matter receive in a certain
period of time. Student interest is a situation where a person has attention to
something and is accompany by the desire to know and learn and prove it further.
The theoretical framework of this research is given by following
diagram:
Teaching Reading
Comprehension
Student Teams
Achievement (STAD)
Method
Students’ Achievement Students’ Interest

27
D. Hypothesis
The hypothesis of this research is the effectiveness of Student Teams
Achievement Division (STAD) method in teaching reading comprehension of the
nineth grade students at SMP Negeri 1 Ulaweng.
1. Null hypothesis (H0): Student Teams Achievement Division (STAD) method
is not effective in teaching reading comprehension of the nineth grade students
at SMP Negeri 1 Ulaweng.
2. Alternative hypothesis (H1): Student Teams Achievement Division (STAD)
method is effective in teaching reading comprehension of the nineth grade
students at SMP Negeri 1 Ulaweng.

28
CHAPTER III
RESEARCH METHOD
A. Research Design
Quantitative method by using correlation formula used by the writer,
which aims to analyze and to describe the collected data on the students’ work. In
this research, pre-experimental method with one group pre-test and post-test
design was used to be applyed. The design can be seen as follow:
Pre- test Treatment Post-test
(O1) (X) (O2)
(Gay, 2006)
Where:
O1 = the students’ pre-test
X = the treatment
O2 = the students’ post-test.
B. Variables
This research used two variables:
1. Independent variable: teaching English using Student Team Achievement
Division (STAD) method.
28
29
2. Dependent variable: students’ achievement in reading and students’
interest.
C. Population and Sample
1. Population
Population in this research was participant of SMP Negeri 1 Ulaweng.
And the number of population in this research is 67 students.
Table 3.1 Population
No Class Total
IX A 21
1
IX B 23
2
IX C 23
3
Total 67
(Source : SMP Negeri 1 Ulaweng 2019/2020)
2. Sample
In this research, the researcher using the purposive sampling. The
sample in this research is the nineth of the students of SMP Negeri 1
Ulaweng as an object of this research. There were 23 students.
Table 3.2 The number of students
Men Women Total
Class IX C
14 students 9 students 23 students
30
D. Instrument of the Research
This research employed two different instruments as follows:
1. Reading Test
The research instrument used consists of pre-test, treatment and post-test.
Pre-test would be given to the students to know the students’ reading
comprehension before applying Student Teams Achievement Division
(STAD). Post-test would be given to the students to know the students’
reading comprehension after applying Student Teams Achievement
Division (STAD) method or after treatment done. The number of question
given in pre-test and post-test is 10 questions.
2. Questionnaire
Questionnaire was given to find out the students’ interest English by
applying Student Teams Achievement Division (STAD) method. The
questionnaire consisted of thirty items, fifteen items were positive
statement and fifteen items were negative statement. It is like scale consist
of thirty items to the respondents who should respond to what they think as
the most appropriate statement that represent their interest toward reading.
The students were asked to select the number response, namely (1)
Strongly agree, (2) Agree, (3) Neutral, (4) Disagree, and (5) Strongly
disagree.
31
E. Procedures of Collecting Data
The procedures of collecting data was performed through these steps:
1. Pre-test
Before do the treatment, the students were given pre-test to find out
their reading achievement. The pre-test consist of 10 questions.
2. Treatment
After given the pre-test, the researcher gave the treatment to the
students by using STAD in teaching reading comprehension for four
meetings.
3. Post-test
The post-test was given to the students after doing treatment. The
result of pre-test and post-test calculated to find out the significance
different and measure whether the students get progress in reading
comprehension toward the application Student Teams Achievement
Division (STAD) method.
4. Questionnaire
The questionnaire was given to each student. It was given after doing
treatment as last session of collection data. The questionnaire consisted of 30
numbers. It proposed to know the students’ interest in learning reading with
Student Team Achievement Division (STAD) method.

32
F. Technique of Data Analysis
The data was collected through the test. Then it is analyzed by
employing statistical calculation to test hypothesis.
1. To know the mean score of all students, the research used this formula
follow:
__ ∑X
X= _______
N
(Gay, 2006)
Where:
X : Mean Score
∑X : Total Score
N : Total Number of Subject
The mean scores were classifyed into levels of classification such as follows:
Table 3.3 The scoring system for reading test
No. Score Classification

1. 96-100 Excellent
2. 86-95 Very Good
3. 76-85 Good
4. 66-75 Fairly Good
5. 56-55 Fairly
6. 36-55 Poor
7. 0-35 Very Poor
(Arikunto, 2009)
33
Table 3.4 The Likert Scale
The data from questionnaire was analyze by using Likert Scale as
follows:
Positive Statement Negative Statement

Score Category Score
5 Strongly agree 1
4 Agree 2
3 Neutral 3
2 Disagree 4
1 Strongly disagree 5
The rating scores from 30 to 150 intervals (120). The questionnaire
employ 5 categories and the interval 120:5=24, to determine the category of
students. Meanwhile, the interval of the students’ interest on the questionnaire can
be seen as follows:
Table 3.5 The Interval score of the students’ score
No. Interval Score Category

1. 126-150 Very high
2. 102-125 High
3. 78-101 Moderate
4. 54-77 Low
5. 30-53 Very low
2. To find out the standard deviation of the students’ pre-test and post-test, this
formula was used :

34
∑x2 (∑X)2
SD =
N
_______________
N - 1
(Gay, 2006)
Where:
SD = Standard deviation.
∑x = the sum of all scores.
N = the total number of students.
∑X = the square of all scores.
a. To find out the significant difference between pre-test and post-test, the
follow formula was used :
D
t =
D2 - (∑D) 2
N
N (n-1)
(Gay, 2006)
Where:
t = Test of significant differences.
D = the mean or the different score.
∑D = the sum of all scores.

35
∑D
D=
(Ali, 1984)
Where:
D : The mean of difference Score
∑D : The sum of all Score
N : Total Number of Subject
b. Calculating the percentage of students’ score :
P= X 100%
(Gay,2006)
Where:
P= Percentage.
F = Frequency.

36
CHAPTER IV
FINDINGS AND DISCUSSION
A. Findings
1. The Students’ Improvement in Reading Comprehension Using Student Teams
Achievement Division (STAD) Method.
a. Pretest
The pretest was given before giving the treatment using Students Teams
Achievement Division (STAD) Method. The results were shown in the table.
Table 4.1 The rate of percentage of students’ score before treatments
Classification
Frequency Percent
Excellent - 0%
Very Good - 0%
Good - 0%
Fairly Good 2 8.69%
Fairly 3 13.04 %
Poor 5 21.73%
Very Poor 10 56.52%
Total 23 100%
Based on the table above, no one student got excellent, very good and
good, 2 (8.69%) students who classified “fairly good”, 3 (13.04%) students “
fairly”, 5 (21.72%) students ”poor” and 13 (56.52%) students "very poor. It
36
37
meant that most of the students’ reading skill is still poor, and need to
improve.
b. Post test
The posttest was given after giving the treatment using Student Teams
Achievement Division (STAD) Method. The results were shown in the table.
Table 4.2 The rate of percentage of students’ score after treatments
Classification
Frequency Percent
Excellent 1 4.32%
Very Good 3 13.04%
Good 7 30.43%
Fairly Good 5 21.72%
Fairly 4 17,39%
Poor 3 13.04%
Very Poor - 0%
Total 23 100%
The result of post-test indicated an improvement of the students’ reading
achievement. In this result, no one student got Very Poor, 1 (4.32%) student
who classified as “Excellent”, 3 (13.04%) students “Very Good”, 7 (30.42%)
students “Good”, 5 (21.72%) students “Fairly Good”, 4 (17.39%) students
"Fairly" and 3 (13.03%) students “Poor”. So, 47.78% were classified to

38
“Excellent”, “Good” and “Very good”. It meant that the Student Teams
Achievement Division (STAD) Method can improve the students’ reading
achievement.
c. Reading Achievement
The students’ reading achievement by the mean score. The writer found
that from pretest and posttest, the achievement of 23 students at SMP Negeri
1 Ulaweng increased after giving treatment. This result was shown in the
table.
Table 4.3 The mean score and standard deviation of the students pre-
test and post-test
Type of test Mean Score Standard Deviation

Pre-test 3.76 9.46
Post-test 7.60 11.14
The table showed that the mean score before treatment was 3.76 after
treatment, and the mean score was 7.60 It meant that the mean score
increased about 3.84 points. The students’ standard deviation of pre-test was
9.46 and the standard deviation of the post-test was 11.14. It meant that the
mean score of post-test was higher than the mean score of pre-test. Thus, it
can be said that the use of STAD method can enhance the students’ reading
comprehension.
39
d. Test of significance
In other to know whether or not the mean score was different from two
tests (pre-test and post-test), the writer used t-test. The following table
showed the result of the t-test calculation:
Table 4.4 The t-test of students’ achievement
Variable t-test t-table

X-Y 13.04 1.717
Table 4.4 indicated that the value of the t-test was higher than the value
of the t-table. It indicated that there was a significant difference between the
result of the students’ pre-test and post-test.
e. The result of inferential analysis
Inferential analysis was answered by using t-test and the result was
analyzed based on the research hypothesis.
Hypothesis test
If t-table value was higher than t-test at the level of significance α 0.05
and df (N-1) = 22, it meant that null hypothesis (H0) was accepted and
alternative hypothesis (H1) was rejected. In contrary, if the t-test was higher
than t-table, it meant that null hypothesis (H0) was rejected and alternative
hypothesis (H1) was accepted.
The result of data analyzed was the t-test = 13.04 was higher than t-
table = 1.717 at level significance α 0.05 and df 22 = 1.717, thus the result
40
showed that H0 was rejected and H1 was accepted. From the result above,
we can also show the difference between t-test and t-table was very
significant. That was way, it can be concluded that teaching reading
comprehension through STAD method was proved to be effective in
improving the students’ reading comprehension.
2. Interest of Students
The questionnaire was distributed to the students to know their interest
toward the Student Team Achievement Division (STAD) Method. The result was
shown in the table.
Table 4.5 “The percentage of students’ interest”
Classification Frequency Percent
Very high - 0%
High 19 82.60%
Moderate 4 17.39%
Low - 0%
Very low - 0%
Total 23 100%
In relation to the data of students’ interest on the percentage analysis on
the table above, the analysis of questionnaire showed that 19 students (82.60%)
were getting high category, and 4 students (17.39%) were getting moderate
category. Based on the students’ score of questionnaire, it was found that the
41
highest score was 119 which had categorized as very high and the lowest score
was 93 (Appendix VI). Further, analysis showed that the mean score was 104.30
which was as high interesting category. The researcher can conclude that the data
indicated that Student Team Achievement Division (STAD) Method was highly
interesting.
B. Discussion
The statistical analysis from the result of the students’ reading
comprehension achievement test of this research showed that the students’ reading
mastery before doing treatment through Student Teams Achievement Division
(STAD) method was still low. It was proved by the result of pre-test before
treatments that there were 10 (59.52%) students got very poor, 5 (21.73%)
students got poor, 3 (3.04%) students got fairly, 2 (8.69%) student got fairly good
score. Meanwhile, no one of them got very good and excellent scores. On the
contrary to the result of the students’ pre-test above, there was a significance
improvement on the post-test where 1 (4.32%) students got excellent score, 3
(13.04%) students got very good score, 7 (30.43%) students got good score, 5
(21.72%) students got fairly good score, 4 (17.39%) students got fairly score, and
3 (13.01%) students got poor score but none (0%) got very poor score.
The writer assumed that the application of Student Teams Achievement
Division (STAD) method was really helpful to improve the students’ reading
comprehension achievement because there was a significant reading enhance of

42
the students after the treatments were conducted. It was proved by the result of
data analysis after being compared t-table (1.717) with t-test (13.04).
In addition, the statistical analysis from the result of the students’ interest
showed that the effectiveness of Student Teams Achievement Division (STAD) in
teaching reading comprehension could enhance the interest of the nineth of
students of SMP Negeri 1 Ulaweng, where 19 (82.60%) students were strongly
interested with high category and got score 102-125 interval, and 6 (17.39%)
students got score 78-101 interval with moderate category. Based on the students’
score of questionnaire, it was found that the highest score was 119 which had
categorized as high and the lowest score was 96 which has categorized as
moderate category and most of students indicated high interested the positive
statements about the effectiveness of Student Teams Achievement Division
(STAD) in teaching reading comprehension. Further, analysis showed that the
mean score was 104.35 which were categorized as high interest category.
43
CHAPTER V
CONCLUSION, SUGGESTION AND LIMITATION

OF THE RESEARCH
This chapter consists of two sections. The first section deals with the
conclusion and the second one deals with suggestion.
A. Conclusions
Based on the findings and discussion above, the researcher comes to
conclusion. They are as follows:
1. Students’ prior knowledge of reading before applying of Student Teams
Achievement Division method is still low, it was proved by the data that
the most of students got very poor classification with mean score of
students’ pre-test was 3.76. Students’ reading achievement after applying
Student Teams Achievement Division method is significantly improved
their reading comprehension; it was showed by the data that most of them
got very good score with mean score of students’ post-test was 7.60. And
researcher can be concluded that Student Teams Achievement Division
(STAD) method was effective to improve students’ reading achievement.
2. By using Student Teams Achievement Division, the students became
interested and active in studying English. Learning reading through
Student Teams Achievement Division method is an effective. It was
proved by the mean score of students’ interest was 104.30 which were
43
44
categorized as very high interested. It was found that the very high score
was 119.
B. Suggestions
In view of fact that the application of Student Teams Achievement
Division method in teaching reading comprehension as the teaching method. It
proved more effective in increasing the students’ reading mastery of SMP Negeri
1 Ulaweng and interest in learning reading. Therefore researcher would like to
give suggestions as follows:
1. The teacher should be creative to manage the material in the classroom for
teaching such as applying Student Teams Achievement Division method.
2. The teacher should be creative in applying new method for students to
improve their reading mastery such as applying Student Teams
Achievement Division method.
3. The English teacher should try Student Teams Achievement Division
method as one of the ways to made students interest in studying English
especially reading.
C. Limitation of the Research
The researcher limited the problem area into a more specific one
which focused on the lack of students’ reading comprehension. The research
focused on the implementation of Student Teams Achievement Division
(STAD) in Teaching Reading Comprehension of the at Grade IX C, SMP
Negeri 1 Ulaweng in the academic year of 2019/2020.

45
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Gramedia Pustaka Utama.
Syaodih, 2008. Metodologi Penelitian pendidikan. Bandung: Rosdakarya.
47
APPENDIX 1
Treatment 1
LESSON PLAN
1. Identity:
Theme : Reading
Sub-Theme :The definition of reading and kinds of reading

skill.
Class : IX
Time : 2 x 40 minutes (The first Meeting)
Semester/ Academic Year: I/ 2019
2. Specific Instruction Objective (SIO)
By the end of the lesson, the students will be better able to understand about
the definition of reading and kinds of reading skill.
3. The Teaching Material
The teacher gives the definition of reading and kinds of reading skill.
4. Learning and Teaching Activities

a. Presentation stage:
1). The teacher introduces the material.
b. Practice to production stage:
2). The teacher gives the definition of reading.

3). The teacher explains kinds of reading skill.
c. Feedback Stage
The students can know about the definition of reading and kinds
of reading skill.
47
48
Treatment 2
LESSON PLAN
1. Identity:
Theme : Reading
Sub-Theme :Student Teams Achievement Division (STAD)
Skill : Reading
Class : IX
Time : 2 x 40 minutes (The Second Meeting)
Semester/Academic Year : I / 2019
2. Speific Instruction Objective (SIO)
By the end of the lesson, the students will be better able to understand about
the definition of the STAD and procedure of STAD.
Teacher explains the STAD, the procedure of STAD.
1). The teacher presents the material (definition of reading).
2). The teacher explains to the students the procedure of STAD.
3). The teacher gives example of STAD in reading.

1). The teacher divides students into 5 groups.
2). The teacher gives the students worksheet.
3). The teacher asks students to try doing STAD in the classroom
4). The teacher gives the students the test to do it individually.
c. Feedback Stage:
The Students can know about the definition of the STAD and
procedure of STAD.
49
Treatment 3
LESSON PLAN
1. Identity:
Theme : Reading
Sub-Theme : How about the Papaya
Skill : Reading
Class : IX
Time : 2 x 40 minutes (The Third Meeting)
By the end of the lesson, the students will be better able to understand the
text about How about the Papaya by using STAD method.
The Teacher divides students into 5 groups. Moreover, the teacher gives the
students the text “How about the Papaya”. Students work together in their group in
understanding the text.
2). The teacher gives text “How about Papaya.”
3). The teacher determiners time duration when students read the text.
Students do STAD in the classroom
1). The teacher gives the students worksheet and the students work
together in their group.
2). The teacher gives the students the text to do it individually.
c. Feedback stage:
The teacher asks students what they have learned just now.
50
Treatment 4
LESSON PLAN
1. Identity:
Theme : Reading
Sub-Theme : A New Friend
Class : IX
Time : 2 x 40 minutes (The Fourth Meeting)

By the end of the lesson, the student will be better able to understand the text
by using STAD.
The Teacher divides students into 5 groups. Moreover, the teacher gives the
students the text “A New Friend”. Students work together in their group in
understanding the text.
2). The teacher gives text “A New Friend.”
3). The teacher determiners time duration when students read the text.
Students do STAD in the classroom
1). The teacher gives the students worksheet and the students work
together in their group.
2). The teacher gives the students the text to do it individually.
c. Feedback stage:
The teacher asks students what they have learned just.

51
APPENDIX 2
Pre-test
Name :
Class :
Choose the correct answer by crossing (x) a, b, c, or d.
A NEW FRIEND
I got a new friend. Her name is Aulia. I met her at my classmate, Metha’s
house. She is her cousin. Aulia is twelve years old. She has a twin sister. Her name is
Ananda. Both of them are smart and beautiful. They can sing very well. They are also
good at playing musical instruments, especially piano. I’m very happy they have
become my new friends because I now can learn singing and piano from them. I also
talked to the their mother. She is the best music teacher. She has a popular studio in
town. I want to be a singer, too. So, I must take a music course in her studio.
1. What does Nadia want to do?
a. She wants to be a music teacher c. She wants to be a singer
b. She wants to be a guide d. She wants to be an author
2. How old is she?
a. 11 years old c. 13 years old
b. 12 years old d. 14 years old
3. Where did Nadia meet Aulia?
a. The writer’s class c. Methe’s studio
b. Metha’s house d. Piano’s class
4. Who is Ananda?
a. Metha’s friend c. Metha’s sister
b. Aulia’s classmate d. Aulia’s twin sister
5. What does Nadia know about Amanda’s mother?
a. She is a music teacher c. She is a Math teacher
b. She is a English teacher d. She is a singer
51
52
How about the Papaya?

Bangkok papaya has dark green orange-green rind. Everybody knows that the
Bangkok papaya is thick and sweet, the Taiwan papaya has the same characteristic as
Bangkok papaya.
It is rather difficult to know about the taste from the outer appearance. The
most important thing is that the papayas are sweet when they are ripe and have a fresh
appearance.
6. The word in the text means ‘menunda’ is….
a. To consume c. To postpone
b. To indicate d. To celebrity
7. Bangkok papaya is….
a. Thin c. Slim
b. Thick d. Thorny
8. To predict the taste of the fruit, we can judge from…..
a. The fresh appearance c. The color
b. The outer appearance d. The size
9. When the papayas are ripe with a good appearance, they are usually….
a. Bitter c. Sweet
b. Tasteless d. Sour
10. The word in the text that means’busuk’ is…..
a. Rotten c. Fresh
b. Ripe d. Overripe
53
APPENDIX 3
Post-test
Name :
Class :
How about the Papaya?

Bangkok papaya has dark green orange-green rind. Everybody knows that the Bangkok
papaya is thick and sweet, the Taiwan papaya has the same characteristic as Bangkok papaya.
It is rather difficult to know about the taste from the outer appearance. The most
important thing is that the papayas are sweet when they are ripe and have a fresh appearance.
1. To predict the taste of the fruit, we can judge from…..
a. The fresh appearance c. The color
b. The outer appearance d. The size
2. When the papayas are ripe with a good appearance, they are usually….
a. Bitter c. Sweet
b. Tasteless d. Sour
3. Bangkok papaya is….
a. Thin c. Slim
b. Thick d. Thorny
4. The word in the text that means’busuk’ is…..
a. Rotten c. Fresh
b. Ripe d. Overripe
5. The word in the text means ‘menunda’ is….
a. To consume c. To postpone
b. To indicate d. To celebrity
53
54
Name :
Class :
A NEW FRIEND
I got a new friend. Her name is Aulia. I met her at my classmate, Metha’s house. She is
her cousin. Aulia is twelve years old. She has a twin sister. Her name is Ananda. Both of them
are smart and beautiful. They can sing very well. They are also good at playing musical
instruments, especially piano. I’m very happy they have become my new friends because I now
can learn singing and piano from them. I also talked to the their mother. She is the best music
teacher. She has a popular studio in town. I want to be a singer, too. So, I must take a music
course in her studio.
1. Where did Nadia meet Aulia?

a. The writer’s class c. Methe’s studio
b. Metha’s house d. Piano’s class
2. Who is Ananda?
a. Metha’s friend c. Metha’s sister
b. Aulia’s classmate d. Aulia’s twin sister
3. How old is she?
a. 11 years old c. 13 years old
b. 12 years old d. 14 years old
4. What does Nadia know about Amanda’s mother?
a. She is a music teacher c. She is a Math teacher
b. She is a English teacher d. She is a singer
5. What does Nadia want to do?
a. She wants to be a music teacher c. She wants to be a singer
b. She wants to be a guide d. She wants to be an author
55
APPENDIX 4
ANGKET (QUESTIONNAIRE)
Angket ini bertujuan untuk memperoleh data tentang pengajaran reading
melalui metode STAD. Angket ini sama sekali bukan untuk menilai kemampuan
reading siswa, tetapi digunakan untuk mengukur ketertarikan siswa belajar reading
melalui metode STAD.
Oleh karena itu, sangat diharapkan bagi siswa untuk memberikan jawaban
yang sebenarnya dengan memberi tanda X pada jawaban yang dipilih tanpa
dipengaruhi oleh pihak lain.
Adapun pilihan jawaban yang tersedia adalah sebagai berikut :
SS = Sangat setuju
S = Setuju
RR = Ragu-Ragu
TS = Tidak setuju
STS = Sangat tidak setuju
55
56
Nama : ............................
No. Pertanyaan SS S RR TS STS
1. Saya terdorong untuk aktif belajar, jika guru

menggunakan metode STAD (Student Teams
Achievement Division) pada pembelajaran
reading di kelas.
2. Saya tidak terdorong untuk aktif belajar, jika
guru menggunakan metode STAD (Student
Teams Achievement Division) pada
pembelajaran reading di kelas.
3. Saya lebih sering bertanya atau menanggapi
pertanyaan dibandingkan pertemuan-pertemuan
sebelum guru Bahasa Inggris menggunakan
metode STAD (Student Teams Achievement
Division).
4. Saya lebih mudah memahami bacaaan dan dan
menginterpretasikan kalimat-kalimat yang
terdapat dalam wacana melalui metode STAD
(Student Teams Achievement Division).
5. Banyak hal-hal baru yang saya dapatkan
melalui metode STAD (Student Teams
Achievement Division) dalam pembelajaran
reading.
6. Metode STAD (Student Teams Achievement
Division) sama saja dengan cara-cara
pembelajaran reading yang pernah dilakukan
oleh guru Bahasa Inggris
7. Saya senang belajar Bahasa Inggris, jika guru
Achievement Division ) pada pembelajaran
reading di kelas.
8. Saya tidak senang belajar Bahasa Inggris, jika
guru menggunakan metode STAD (Student
Teams Achievement Division) pada
pembelajaran reading di kelas.
9. Menurut saya, belajar reading melalui metode
STAD (Student Teams Achievement Division)
sangat mudah.
57
sangat sulit.
sangat mudah.
12. Saya lebih susah meguasai reading melalui
Division).
13. Saya lebih mudah menguasai reading melalui
Division).
14. Saya merasa kesulitan memahami kalimat-
kalimat dalam bacaan melalui metode STAD
(Student Teams Achievement Division).
15. Saya termotivasi untuk berperan aktif dalam
pembelajaran Bahasa Inggris jika
Achievement Division ).
16. Saya tidak termotivasi untuk berperan aktif
dalam pembelajaran Bahasa Inggris jika
Achievement Division).
17. Aktivitas yang dilakukan dalam STAD
(Student Teams Achievement Division)
membuat saya termotivasi dan senang belajar
Bahasa Inggris.
18. Aktivitas yang dilakukan dalam STAD
(Student Teams Achievement Division)
membuat saya bosan dan tidak senang belajar
Bahasa Inggris.
19. Kegiatan-kegiatan dalam STAD (Student
Teams Achievement Division) bermanfaat bagi
siswa pada kegiatan-kegiatan belajar lainnya,
khususnya Bahasa Inggris.
20. Kegiatan-kegiatan dalam STAD (Student
Teams Achievement Division) tidak
bermanfaat bagi siswa pada kegiatan-kegiatan
belajar lainnya, khususnya Bahasa Inggris.
21. Saya yakin, STAD (Student Teams
Achievement Division) meningkatkan
pemahaman reading saya.
22. Saya tidak yakin, STAD (Student Teams
Achievement Division) meningkatkan
58
pemahaman reading saya.

23. STAD (Student Teams Achievement Division)
mudah dilaksanakan di kelas.
24. STAD (Student Teams Achievement Division )
sulit dilaksanakan di kelas.
25. Menurut saya, metode STAD (Student Teams
Achievement Division) efektif dalam
pembelajaran reading pada tingkat kuliah
(Sekolah Tinggi, Institut dan Universitas).
26. Menurut saya, metode STAD (Student Teams
Achievement Division) tidak efektif dalam
pembelajaran reading pada tingkat kuliah
(Sekolah Tinggi, Institut dan Universitas).
27. STAD (Student Teams Achievement Division),
menumbuhkan minat membaca saya khususnya
yang berbahasa Inggris.
28. STAD (Student Teams Achievement Division),
mengurangi minat membaca saya khususnya
yang berbahasa Inggris.
29. Saya masih bingung dan tidak bisa memberikan
tanggapan jika ada teman-teman bertanya
tentang penerapan metode STAD (Student
Teams Achievement Division) dalam
pembelajaran bahasa Inggris, khususnya
reading.
30. Saya sudah bisa memahami kalimat-kalimat
dalam bacaan melalui metode STAD (Student
Teams Achievement Division).
APPENDIX 5
ATTENDENCE LIST OF THE RESPONDENTS
TREATMENT
No RESPONDENT
1 2 3 4
1. ANDI NURFADILLAH    
2. AIDIL NOVIANSYAH   ^ ^
3. ARWING ADI    
4. ARIWIBOWO    
5. ADIMAS KURNIAWAN    
6. EVI SARVIKA    
7. FERDIANTO    
8. HAIKAL    
9. HAMKA SAMUEL    
10. INA RAHMADANI    
11. JEFRI    
12. M. ALIF HAIKAL    
13. MUH. FAUZAN    
14. NUR ANGGUN    
15. NEZA NUR AVIFA    
16. RISKI    
17. RIRIN    
18. SUCI    
19. SULPADIL    
20. SOFYAN    
21. SARIPATUNNISA    
22. WINDY PRIMIANA    
23. ZAHRA FADHILA    
NOTE : * = permission
- = absent
^ = sick
 = attend
59
60
APPENDIX 6
The score of students' interest
Code Name
No 1 Total
Andi Nurfadilla 5 2 4 5 2 5 2 5 2 5 2 5 5 2 4 2 4 2 5 2 5 2 5 2 4 2 4 2 5 2 103
Aidil Novianti 5 2 4 4 2 4 2 2 1 5 2 4 4 2 4 2 5 2 4 1 4 2 5 2 5 2 4 2 5 1 93
Arwin Adi 5 2 5 5 2 5 2 5 2 4 2 4 4 2 5 3 4 2 5 2 5 3 5 2 4 2 5 2 4 2 104
Ariwibowo 5 5 3 4 2 5 5 5 2 5 3 3 4 2 4 3 4 3 5 2 5 1 5 3 4 2 4 2 5 1 106
Dimas Kurniawan 5 2 5 5 2 5 2 4 2 4 2 4 5 2 5 2 5 2 5 2 5 3 4 2 3 2 4 3 5 2 103
Evi Sarvika 5 1 4 5 2 5 2 5 2 5 2 5 5 2 4 2 5 2 5 2 5 3 4 5 4 2 4 2 4 2 105
Ferdianto 5 3 5 5 2 5 4 5 2 5 2 5 5 2 4 2 4 2 4 2 3 2 5 2 4 3 3 2 4 2 103
Haikal 5 2 4 5 2 5 2 5 2 5 2 5 5 2 5 2 4 2 5 2 4 2 5 2 4 2 4 2 5 2 103
Hamka Samuel 5 2 3 4 2 5 3 5 2 4 3 3 3 3 4 3 3 3 4 3 4 3 5 3 4 3 4 3 4 2 102
Ina Rahmadani 5 2 4 5 2 5 2 5 2 4 3 4 4 2 5 2 5 2 5 2 5 2 4 3 3 3 3 3 5 2 103
Jefri 4 1 4 5 1 5 3 5 1 4 2 4 4 2 4 2 5 1 5 1 5 2 5 2 4 2 5 2 5 2 97
M. Alif Haikal 5 2 4 4 3 5 2 5 3 5 5 5 5 2 3 3 4 2 4 2 4 2 5 3 5 3 3 3 5 3 109
Muh. Fausan 5 2 4 4 2 5 3 4 2 5 2 4 4 2 3 2 5 2 4 2 4 2 4 2 4 2 4 1 5 1 95
Nur Anggun 5 2 5 5 5 5 4 3 2 4 1 4 5 2 4 1 4 2 5 1 5 1 4 1 3 1 4 2 5 1 96
Neza Nur Aviva 5 2 3 3 2 5 4 5 2 5 2 5 5 2 4 2 5 2 5 2 5 2 5 2 3 2 5 2 5 2 103
Rizki 5 2 5 4 4 3 2 3 2 4 2 5 5 2 3 5 3 5 4 2 5 1 5 2 3 5 3 5 5 2 106
Ririn 5 3 5 4 3 5 5 4 3 2 2 3 3 3 4 4 5 3 5 2 5 2 5 3 4 3 3 3 3 2 106
Suci 5 2 3 5 2 5 4 3 2 5 2 4 2 4 4 3 5 2 4 2 5 2 5 2 5 2 5 2 5 2 103
Sulpadil 5 2 4 5 2 5 4 3 2 5 3 4 3 4 4 3 5 2 4 2 5 3 4 3 5 2 5 2 5 2 107
Sofyan 5 2 4 4 3 5 5 4 2 5 3 4 3 4 5 4 4 3 4 3 5 3 4 5 4 3 5 3 5 2 115
Saripatunnisa 4 3 5 5 3 4 4 5 2 4 2 4 3 4 4 4 5 2 5 3 5 2 4 4 4 2 5 3 5 2 119
Windy Primana 4 2 4 4 2 4 4 4 2 5 3 4 4 4 4 5 4 2 4 2 5 3 4 4 5 2 5 2 4 2 107
Zahra Fadhilla 5 2 5 4 2 5 4 4 3 4 2 4 4 4 5 5 4 2 4 2 5 2 5 4 5 2 4 2 5 1 109
Total 2397
104.35
APPENDIX 7
The Raw Data of Pre-Test
Name Item Total

Andi Nurfadilla 0 0 1 0 0 0 1 0 0 0 2
Aidil Novianti 1 0 0 0 0 0 0 0 1 0 2
Arwin Adi 1 0 1 1 0 1 0 0 0 1 4
Ariwibowo 0 0 0 0 1 0 1 0 1 0 3
Dimas Kurniawan 0 0 1 0 0 0 0 1 0 0 2
Evi Sarvika 0 1 1 1 0 1 1 0 0 1 6
Ferdianto 1 0 0 0 1 1 0 0 0 0 3
Haikal 0 1 1 0 0 1 0 0 0 0 3
Hamka Samuel 0 0 1 0 1 0 1 1 0 0 4
Ina Rahmadani 0 0 0 1 0 0 0 0 0 1 2
Jefri 1 0 0 0 0 0 0 0 1 0 2
M. Alif Haikal 0 0 0 0 0 0 0 1 1 0 2
Muh. Fausan 0 0 1 0 1 0 1 0 0 0 3
Nur Anggun 1 0 1 1 0 1 0 0 1 1 6
Neza Nur Aviva 1 1 0 1 1 0 1 1 0 0 6
Rizki 0 0 1 0 1 1 0 0 1 0 4
Ririn 1 0 0 1 0 1 0 0 0 0 3
Suci 1 1 0 1 0 0 1 1 0 1 7
Sulpadil 0 0 0 0 0 0 1 0 0 0 2
Sofyan 0 0 0 1 1 1 0 1 1 0 5
Saripatunnisa 1 0 1 1 0 1 0 0 0 1 5
Windy Primiani 0 0 0 1 0 1 1 0 1 1 5
Zahra fadillah 1 0 1 1 1 0 1 1 0 1 7
Total 86
61
APPENDIX 8
The Raw Data Of Post-Test
Name Item Total

Andi Nurfadilla 1 0 1 0 1 0 1 0 0 1 5
Aidil Novianti 1 1 0 1 1 0 1 0 1 0 7
Arwin Adi 1 1 1 1 0 1 0 1 1 1 8
Ariwibowo 1 1 0 1 1 0 1 0 1 1 7
Dimas Kurniawan 1 1 1 0 1 0 1 1 1 0 7
Evi Sarvika 1 1 1 1 1 1 1 0 0 1 8
Ferdianto 1 0 1 1 1 1 0 1 0 1 7
Haikal 0 1 1 0 0 1 1 1 1 1 7
Hamka Samuel 0 0 1 0 1 0 1 1 0 0 6
Ina Rahmadani 1 1 1 1 1 0 1 1 1 1 9
Jefri 1 0 0 1 0 1 1 0 1 0 5
M. Alif Haikal 0 1 1 0 1 0 0 1 1 1 6
Muh. Fausan 0 1 1 0 1 0 1 1 0 1 6
Nur Anggun 1 1 1 1 1 1 1 0 1 1 9
Neza Nur Aviva 1 1 1 1 1 0 1 1 1 0 8
Rizki 0 1 1 0 1 1 1 1 1 1 8
Ririn 1 0 0 1 0 1 0 0 0 0 8
Suci 1 1 1 1 1 1 1 1 1 1 10
Sulpadil 0 1 0 1 1 1 1 1 1 1 5
Sofyan 1 1 1 1 1 1 0 1 1 0 8
Saripatunnisa 1 0 1 1 0 1 0 1 1 1 8
Windy Primiani 1 1 0 1 0 1 1 1 1 1 8
Zahra fadillah 1 1 1 1 1 0 1 1 1 1 9
Total 175
62
APPENDIX 9
The Total Raw Score of Students’ Pre-test & Post-test
Pre- Post-
D
No Name Test Test X12 X22 D2
(X1) (X2) (X2-X1)
1 Andi Nurfadilla 2 5 4 25 3 9
2 Aidil Novianti 2 7 4 49 5 25
3 Arwin Adi 4 8 16 64 4 16
4 Ariwibowo 3 7 9 49 4 16
5 Dimas Kurniawan 2 7 4 49 5 25
6 Evi Sarvika 6 8 36 64 2 4
7 Ferdianto 3 7 9 49 4 16
8 Haikal 3 7 9 49 4 16
9 Hamka Samuel 4 6 16 36 2 4
10 Ina Rahmadani 2 9 4 81 7 49
11 Jefri 2 5 4 25 3 9
12 M. Alif Haikal 2 6 4 36 4 16
13 Muh. Fausan 3 5 9 36 3 9
14 Nur Anggun 6 9 36 81 3 9
15 Neza Nur Aviva 6 8 36 64 2 4
16 Rizki 5 8 25 64 3 9
17 Ririn 3 8 9 64 5 25
18 Suci 7 10 49 100 3 9
19 Sulpadil 2 5 4 25 3 9
20 Sofyan 5 6 25 25 1 1
21 Saripatunnisa 5 8 25 64 3 9
22 Windy Primiani 5 8 25 64 3 9
23 Zahra Fadhillah 7 9 49 81 2 4
Total 86 175 411 1244 78 302
63
APPENDIX 10
“The Mean Difference of Pre-test and Post-test”
1. Mean score of pre-test

Ʃ𝑋
X= 𝑁
86
X = 23
X = 3.79
2. Mean score of post-test

Ʃ𝑋
X= 𝑁
175
X= 23
X = 7.60
64
APPENDIX 11
STANDARD DEVIATION
1. Standard Deviation of the students’ score in pre-test
(Ʃ𝑋)2
SD = √Ʃ𝑋 2 − 𝑁
(86)2
SD = √411 − 23
7.396
SD = √411 − 23
SD = √411 − 321.5
SD = √89.5
SD = 9.46
2. Standard Deviation of the students ’ score in post-test
(Ʃ𝑋)2
SD = √Ʃ𝑋 2 − 𝑁
(175)2
SD = √1244 − 23
30.65
SD = √1244 − 23
SD = √1244 − 1.33
SD = √1.242.65
SD = 11.14
65
APPENDIX 12
T-Test value
Different between the pre-test and post-test by calculating the value of the t- Test.
∑D
D= 𝑁
78
D=
23
D = 3.39
D
t=
( D ) 2
D 2

N
N ( N  1)
3.39
t=
(78)2
√302− 23
23 (23−1)
3.39
t=
6084
302−
√ 23
23 (22)
3.39
t= 302−264.52
√
506
3.39
t=
37.75
√
506
3.39
t=
√0.07.
3.39
t = 0.26
t= 13.04
66
67
APPENDIX 13
T-TABLE
(Critical Values of Students’ Distribution)
α for ( two tail test )

0.50 0.20 0.10 0.05 0.02 0.01
dk 0.25 0.10 0.05 0.025 0.01 0.005

1 1.000 3.078 6.314 12.706 31.821 63.657
2 0.816 1.886 2.920 4.303 6.965 9.925
3 0.765 1.638 2.353 3.182 4.541 5.841
4 0.741 1.533 2.132 2.776 3.747 4.032
5 0.727 1.476 2.015 2.571 3.365 4.032
6 0.718 1.440 1.943 2.447 3.143 3.707
7 0.771 1.415 1.895 2.365 2.998 3.499
8 0.706 1.397 1.860 2.306 2.896 3.499
9 0.703 1.383 1.833 2.262 2.821 3.250
10 0.700 1.372 1.812 2.228 2.764 3.169
11 0.697 1.363 1.796 2.201 2.718 3.106
12 0.695 1.356 1.782 2.179 2.681 3.055
13 0.694 1.350 1.771 2.160 2.650 3.012
14 0.692 1.345 1.761 2.145 2.624 2.977
15 0.691 1.341 1.753 2.131 2.602 2.947
16 0.690 1337 1.746 2.120 2583 2.921
17 0.689 1.333 1.740 2.110 2.567 2.898
18 0.688 1.330 1.734 2.101 2.552 2.878
67
68
19 0.688 1.328 1.729 2.093 2.539 2.861

20 0.687 1.325 1.725 2.086 2.528 2.845
21 0.686 1.323 1.721 2.080 2.518 2.831
22 0.686 1.321 1.717 2.074 2.508 2.819
23 0.685 1.319 1.714 2.069 2.500 2.807
24 0.685 1.318 1.711 2.064 2.492 2.797
25 0.684 1.316 1.708 2.060 2.485 2.787
26 0.684 1.315 1.706 2.056 2.479 2.779
27 0.684 1.314 1.703 2.052 2.473 2.771
28 0.683 1.313 1.701 2.048 2.467 2.763
29 0.683 1.311 1.699 2.045 2.462 2.756
30 0.683 1.310 1.697 2.042 2.457 2.750
40 0.681 1.303 1.684 2.021 2.423 2.704
60 0.679 1.296 1.671 2.000 2.390 2.660
120 0.677 1.289 1.658 1.980 2.358 2.617
§ 0.674 1.282 1.645 1.960 2.326 2.576
69
APPENDIX 14
1. Pre-tes
69
70
70
71
2. Pre-test
72
73
3. Questionnaire
74
75
76
APPENDIX 15 Documentation
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CURRICULUM VITAE
The researcher, Sri Susanti Zam Zam, S.Pd, was born on

July 1st, 1989 in Bone. She has three brothers and two
sisters. She is the youngest of Mr. Muh. Ali and Mrs.
Fatimah. In 1997, she started in Elementary School in
SDN 6/75 Biru.
Then, she continued her study in Junior High School in SMPN 6 Watampone and
Senior High School in SMKN 1 Watampone and graduated in 2008. In 2009, she was
accepted to become student in College of Teacher Training and Education (STKIP)
Muhammadiyah Bone. She joined English Department. She finished her study in
2013 then in 2014 she went to Halmahera Tengah to working. In 2014 she registered
to become a Civil Servant and she passed. In 2015-2019 she tought in SMP Negeri 1
Halteng then on September 2019 she moved to her village in Bone up to now.

PTK Sri Susanti Zam Zam

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LAPORAN

PENELITIAN TINDAKAN KELAS (PTK)

"THE EFFECTIVENESS OF STUDENT TEAMS ACHIEVEMENT

SRI SUSANTI ZAM ZAM

PPG DALAM JABATAN (DALJAB) KATEGORI I

Laporan Penelitian Tindakan Kelas dengan judul “THE EFFECTIVENESS OF

Nama : Sri Susanti Zam Zam, S. Pd

Tempat/Tanggal Lahir: Bone, 01 Juli 1989

Pendidikan Terakhir : Strata 1 (S1) Pendidikan Bahasa Inggris

Dinyatakan diterima dan disahkan untuk dijadikan sebagai Penelitian

Bone, 20 Januari 2020

Kepala SMP Negeri 1 Ulaweng

Muh. Sukri, S.Pd.,MM

Nama : Sri Susanti Zam Zam, S. Pd

Tempat/Tanggal Lahir: Bone, 01 Juli 1989

Pendidikan Terakhir : Strata 1 (S1) Pendidikan Bahasa Inggris

Mengajarkan Pelajaran: Bahasa Inggris

Judul : THE EFFECTIVENESS OF STUDENT TEAMS

ACHIEVEMENT DIVISION (STAD) IN

TEACHING READING COMPREHENSION OF THE

NINE GRADE STUDENTS OF SMP NEGERI 1

ULAWENG SEMESTER 1 TAHUN PELAJARAN

Mengetahui, Tacipi, 20 Januari 2020

Kepala Sekolah Kepala Pustaka

Yang bertanda tangan dibawah ini :

Nama : Sri Susanti Zam Zam, S. Pd

Bidang Keahlian : Guru Mata Pelajaran Bahasa Inggris

Unit Kerja : UPT SMP Negeri 1 Ulaweng

Dengan ini, menyatakan sebenarnya bahwa Penelitian Tindakan Kelas yang

saya teliti ini dengan judul “THE EFFECTIVENESS OF STUDENT TEAMS

ACHIEVEMENT DIVISION (STAD) IN TEACHING READING

COMPREHENSION OF THE NINE GRADE STUDENTS OF SMP NEGERI 1

ULAWENG TAHUN PELAJARAN 2019/2020” adalah benar hasil karya sendiri.

tidak benar, maka saya bersedia menerima sanksi sebagaimana mestinya.

Tacipi, 20 Januari 2020

Yang membuat pernyataan

SRI SUSANTI ZAM ZAM, S. Pd

SEMINAR LAPORAN HASIL PENELITIAN

Judul : “THE EFFECTIVENESS OF STUDENT TEAMS

Hasil Karya : Sri Susanti Zam Zam, S.Pd

Hari/Tanggal : 20 Januari 2020

Pukul : 10.00- selesai

Tempat : Lab. Komputer SMP Negeri 1 Ulaweng

Jalannya acara seminar :

Moderator membuka acara seminar dengan membaca Basmallah bersama-sama

3. Sambutan Kepala Sekolah

Pertama kali menyampaikan syukur kehadrat Allah SWT yang memberikan

4. Paparan singkat hasil penelitian oleh penyaji/ penulis laporan penelitian

Mengetahui Tacipi, 20 Januari 2020

Kepala Sekolah Notulen

MUH. SUKRI, SUKRI, S. Pd RUSTAN S. Pd

‫بسم هللا الرحمن الرحيم‬

Alhamdulillahir rabbil alamin, the writer would like to thank to the

grade of SMP Negeri 1 ulaweng for participation and support..

Watampone, 28 September 2019

When there is a will, there is a way

APPROVAL LIBRARY iii

ORIGINAL THESIS STATEMENT iv

DOCUMENTATION OF SEMINAR vii

LIST OF TABLES xiv

C. Objective of the Research 4

D. Significance of the Research 4

E. Scope of the Research 5